Intellectual Giftedness in Disabled Persons - Essay Example

? Final Project IEP of May 20, Final Project IEP In the United s’ educational system, talented youths, or children are those who poses outstanding skills and abilities as compared to those of their peers. This consideration is in relation to their performance and abilities in relation to their age, parental support, environment, and experience. Gifted children are those with outstanding superior capabilities to excel in more than one academic subject. On the other hand, talented children are those who perform or have the potential to be very good at practical skills such as sports and performing arts. Other skills exhibited by gifted and talented children include leadership and organization. These skills are unique and they make talented children standout. However, talented children need special guidance to enable them achieves their potentials and evade destructive behavior (Whtmore & Maker, 1985). Individualized educational systems were found to be critical in enabling the young talents achieve their full potentials. Individualized educational programs, are programs that describes the goals and expectation of a child within an academic year under given conditions and support Adam is a six-year-old boy in the second grade. After his second birthday, his parents started noting a difference in his growth and development as compared to that of his peer. Unlike his peer, Adam had an outstanding ability to read since he was a two-year-old child. However, his parents were not quick to notice that Adam had a unique reading talent. Having a child who is good in almost everything, puts the child and the parent in an awkward position because, the parents do not want to seem like they view their child as more special than their friend’s children. In addition, Adam wanted to fit in his age group, but his exceptional talents put him in constant trouble. His parents have reported that his interest in various matters is very intriguing. For example, Adam is interested in international and national matters such as environmental issues and terrorism. His curiosity makes him relentless in demanding answers, and he will not give up, until he finds an answer. He cannot stop asking about questions concerning God and life after death, the interesting bit is that, this has gone on for the past one and a half years. Unlike other children, Adam is not only interested in knowing whom God is, but also where he can be found. Adam is also very sensitive and he usually scrutinizes the validity of all responses given to him before accepting them. His talent in visual and performing arts is evident from his intense interest in music and very impressive drawings, which his parents agree could be on an exhibition wall. Adam’s teachers report that he always wants to please his teachers and, therefore looks for their approval in everything he does. Although this habit might be beneficial to him in the short-term, it might prevent him from acquiring other important skills in life. His ability to grasp concepts is far beyond that of his peers; this makes him to complete his class work before other students. He usually uses his free time staring into space or scribbling imaginary shapes on a piece of paper. Adams prefers the company of children in older grades because; his age mates perceive his intense knowledge about various concepts as abnormal. The fact that his academic performance is excellent also makes him unpopular with his friends. According to the Federal Bureau of Statistics, approximately 5-7% of all United States youth and children have a special talent in a particular field (Whtmore & Maker, 1985). This translates to about three million children in the country being in possession of a special talent. It has also been noted that the ability of children to grasp concept varies with states. Whereas some states have 5% of their children having this special talent, others have 3% of their total children population. Teachers are therefore required to ensure that such children develop appropriate social behaviors by monitoring their progress. Supervising such student’s on their usage of computers and internet will also enable them develop positive social behaviors. Children with special gifts and talents need guidance to enable them manage their abilities and feeling. In addition, such children need been challenged to make them fit in the society and stop becoming self-critics. It is evident that been critical makes them develop unruly behaviors and negative feelings about themselves. Their enormous energies need to be channeled into constructive ventures. They need to be identified in due time and accurately in order to harness their autonomy and creativity. However, gifted children should not be mistaken with those suffering from attention deficit and hyperactivity. The later is a behavior problem that requires medical attention. Coming up with an individual education program will promote their integration with the society and learning environment. This will protect them from been mistaken for attention deficit children. Identifying children with special gift at an early stage is critical in enhancing their creativity. Teachers should actively analyze their pupils at an early stage in order to identify those with special talents. This will enable teachers to harness their potential and equip them with necessary the life skills. The criteria used in accessing Adam were in accordance with the requirements of the National Institute of the Gifted and Talented Children. 1) Leadership Adam is a natural born leader, this is exhibited in the playground, where he motivates, and ends up winning most of the time, in addition to carrying out the responsibilities allocated to him. The downside is that, apart from taking initiative, he tends to be bossy. 2) Creativity Adam is a child who is a keen observer and tends to be rich in detail, and therefore presents original ideas. This makes him a perfectionist in most of the things he handles. His enormous sense of humor is mostly derived from sarcasm of the people, things happening around him, and playing with words. In the arts class, he always comes up with drawings, with detailed messages. 3) Commitment Compared to his peers, Adam pays attention to things for long periods, without finding other things to occupy his mind. During class presentations, he tends to pick more difficult tasks and assignments. He handles hard concepts with enthusiasm and has an in depth understanding of the things taught in class. 4) Above average abilities He is able to read materials, which are of advanced level, and on top of that absorbs the concept. In addition, he makes connection between what is taught to other scenarios. This makes him a perfectionist and, when unable to get something right, he feels discouraged. This problem denies him the chance of working in groups and adamant to corrections. It is a challenge to both the teacher and other students that he finishes his class work in the shortest time possible. The following teaching practices will assist in the process; one is enrichment, where Adam will remain in his class, but extra material will be made available to challenge him. For example, the assignment given to his classmates will be modified so it more in depth. The teacher will also organize modified teaching programs and academic competitions, acceleration will be used, in the case that Adam is able to score more than eighty percent in a subject, at the beginning of a session. It will be unfair to retain him in the same grade for the subject. It will require that he be moved to the next grade, or complete the curriculum within a shorter period. Technology will be another important assistive method in learning. Internet offers unlimited amount of information to learners, in addition to providing an advanced learning environment (Whtmore & Maker, 1985). The Internet may enhance visual and performing arts. Assistive technology on the other hand is an item or equipment that increases or maintains the capabilities of children who are special. This will guarantee Adam and his teachers of enormous reward from his outstanding academic abilities. References Whtmore, J.R. & Maker, C.J. (1985). Intellectual Giftness in Disabled Persons. Rockville, Md: Aspen Systems Corporation. Read More